scholarly journals Reading - Based Writing Model: A blended learning alternative

2021 ◽  
Vol 6 (2) ◽  
pp. 164-180
Author(s):  
Yenni Rozimela
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Relevant Literature ◽  
Writing Skills ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Validation Process ◽  
Efl Learners

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students

2021 ◽  
Vol 5 (1) ◽  
pp. 542
Author(s):  
Geminastiti Sakkir ◽  
Syarifuddin Dollah ◽  
Safnil Arsyad ◽  
Jamaluddin Ahmad
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Process ◽  
Lesson Plan ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Visual Aids ◽  
Need Analysis ◽  
Online Social Media

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual  aids, support  and facilitate the students’  academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

scholarly journals A Systematic Review of the Challenges and Solutions of ESL Students‟ Academic Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1169-1171
Keyword(s):  
Academic Writing ◽  
Teaching Methods ◽  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Esl Students ◽  
Learning Collaborative ◽  
Cognitive Approach ◽  
Malaysian Students

Research studies on ESL writing are more interested in providing operational writing strategies for academic writing. However, there are not many studies on challenges faced by students and their solutions. The main aim of this paper is to provide a systematic literature review of academic writing studies which focused on investigating students’ academic writing challenges and their solutions. The papers used in this study were published from 2010 until 2019. A systematic search of literature proposed in this paper employs the exploratory approach for identifying and evaluating twenty-seven articles published in the authentic Journals. The themes of the review are divided into two categories, one which is related to ESL Malaysian students and another category is regarding non-Malaysians, this is due to the context of the study which will be conducted in Malaysia and therefore a review of studies done on Malaysian student academic writing is justified. The review shows there is a broader context of ESL students’ academic writing challenges and factors influencing students’ academic writing skills. In addition, as mentioned above, the review clearly shows the highlight of previous studies was on strategies which help improve students writing skills. As a conclusion, the review signifies that there are three major enormous challenges faced by ESL students in academic writing, such as teaching methods, students’ attitude towards English, and language ability. And the solutions to the challenges are to employ active learning English language teaching methods, for example, Task-Based learning (TBL), Blended learning, Collaborative learning and cognitive approach, in teaching writing.

scholarly journals Teaching Writing in EAP Contexts

2018 ◽  
Author(s):  
Viorica Condrat
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Process Development ◽  
Writing Skills ◽  
Teaching Writing ◽  
Small Scale ◽  
Discourse Community ◽  
State University ◽  
Efl Students

Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.

Teaching and Learning to Write

2015 ◽  
pp. 115-129
Author(s):  
Abraham Panavelil Abraham
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Teaching Writing ◽  
Efl Learners ◽  
Efl Teacher ◽  
Challenging Tasks ◽  
Efl Students

Teaching writing is one of the most challenging tasks an EFL teacher has to face, and students find writing a difficult skill to develop. This chapter, however, focuses on Task-Based Language Teaching (TBLT) as a successful tool for tackling this problem. It defines TBLT and examines its importance for enhancing the writing skills of the EFL students, giving examples of tasks that have been successfully tried out in the classroom. The chapter also examines the use of various strategies for increasing EFL learners' involvement in reading-to-writing activities.

scholarly journals “I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar

2020 ◽  
Vol 10 (1) ◽  
pp. 171-179
Author(s):  
Regina Leonie Schmidt
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Teaching Writing ◽  
Student Experiences ◽  
Television Studies ◽  
English Department ◽  
Writing Assignment ◽  
Evaluation Of Training ◽  
Audience Awareness ◽  
Students Success

Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.

scholarly journals The role of information literacy competence and higher order thinking skills to develop academic writing in Science and Engineering learners

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
B. Kranthi Kumari
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Thinking Skills ◽  
Teaching Writing ◽  
Rhetorical Situation ◽  
Entry Level ◽  
Academic Texts ◽  
Raising Awareness ◽  
Writing In Science

<p>The English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses.  The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.</p>

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